Regional Capacity building workshop on

classroom-based formative assessment

Introduction to the TALENT and

to the objectives of the workshop

Addis Ababa, July 2-4, 2019

Learning is at the core of SDG 4

2 of the 3 additional targets related to the means of

implementation of SDG 4 also refer to the outcomes and

consequences of educational processes:

• Target 4.a: Safe and inclusive learning environments

• Target 4.c: Teacher training and working conditions

5 of the 7 targets call for effective and relevant learning outcomes:

Target 4.1: Relevant and effective learning outcomes in primary and

secondary education

Target 4.2: Readiness for primary education

Target 4.4: Technical and vocational skills for employment, decent jobs

and entrepreneurship

Target 4.6: Youth and adult literacy and numeracy

Target 4.7: Skills for global citizenship and sustainable development

Learning Crisis in sub-Saharan Africa

Sub-Saharan Africa has the single largest number of children and adolescents who are not achieving minimum proficiency

levels in reading and mathematics.

51% of them are actually enrolled in school.

(UNESCO Institute for Statistics, 2017)

What is TALENT?

SDGs

SDG4 Steering

Committee

RegionalCoord.

Group-on SDG4 in WCA

TaskTeam:

TALENT

Teaching

And

Learning

Educators’

Network for

TransformationFocus areas:

SDG Targets

4,1; 4,2;

4,7; 4,c

Secretariat: UNESCO

Steering Group: ADEA/NALA, ANCEFA, CONFEMEN, Education

International, REESAO, UNESCO Institutes, UNICEF and UNHCR

TALENT is also…

…a platform for teaching and learning in Sub-Saharan Africa. Itsobjective is to support

Member States in improving supportivesystems for conducive

learning through:

CapacityDevelopment

Researchand

knowledgeproduction

Knowledge portal for

networking and peer learning

TALENT’s theory of change

Improved and more equitable learning outcomes in SSA

Strengthened NationalLearning Assessment

Systems in SSA

Analytical work to enhance the knowledge base and

produce evidence

Network of practitioners to support the exchange of

knowledge, experience and expertise

Impact

Outcome

ActivitiesCapacity development

to improve teachingand learning

Effective and efficient education systems

OutputsStrengthened Teacher professional preparation and support to address

learners needs and diversity

Alignment

Curriculum

Pedagogy

Assessment

TALENT’s approach

Knowledge-sharing and consensus building among stakeholders

Stock-taking & Needs assessment on National Learning Assessment Systems (LAS) in SSA countries

Regional workshop with 17 SSA countries, international and regional stakeholders (Dec. 2017)

Data collection on LAS (GPE Indicator 15) in 21 SSA countries

A look at TALENT’s work

Stocktaking on Measurement of Early Learning Quality and Outcomes (MELQO) and consensus building on directions for further work in early learning measurement (2016)

Direct beneficiaries : 9 SSA countries, international and regional stakeholders

Regional capacity-building programme on Alignment of

curriculum, teaching and learning assessment

Face to face workshop (July 2018)

Online training and support programme

(August to November 2018)

Concept paper (under development)

Direct beneficiaries: National directors in charge of

Assessment, teacher training and curriculum in 18 SSA

countries

TALENT’s key achievements to date

Capacity Development and Knowledge-sharing

Regional capacity-building workshop on effective

reporting, dissemination and use of large-scale

learning assessments

Face to face workshop (November 2018)

Policy brief (under development)

Direct beneficiaries: National directors in charge of

Assessment and education planning in 18 SSA countries

TALENT’s key achievements to date

Capacity Development and Knowledge-sharing

Action-Research in teaching and assessing 21st Century skills

•Contextual study in 9 sub-Saharan African countries (July 2018-April 2019)

Ongoing:

•Development of measurement tools and teaching guides in 3 countries (2019-20)

TALENT’s key achievements to date

Capacity Development / Knowledge production

Mobilization of High level commitment to strengthen large scales assessments and teachers assessment capacities in Africa (Regional Declaration adopted during the Pan African Conference on Education, 2018):

“We are committed to: Developing and strengthening regional and national learning

assessment systems ensuring their effective use for informing policies and teaching and learning

practices; sharing of good practices across regions; and increasing investments for regional assessments” (Nairobi Declaration and Call for

Action on Education, PACE, 2018)

TALENT’s key achievements to date

Advocacy and Raising Awareness

Learning assessments systems Mapping

Learning assessment are increasingly valued: 3 out of 4 countries conduct national examinations Over 70% of surveyed countries have a learning assessments

policy 90% of these policies include classroom-based assessments 6 countries hold citizen-led assessments

However:

Stand-alone activities with a relatively loose link with the overall

sector policy and planning process

Focus on limited set of skills/competences vs curriculum

provisions

More than 50% of the surveyed countries rely on non-government

funding, which is often irregular

Groups of countries are left behind in regard to assessments

Steering group for WCA (possible

expansion to include ESA

region)

National members:

official letter of invitation to be

sent to Ministries of Education

Partner organizations: spontaneous application

Technical assistance (for

ad hoc initiatives)

How to participate in TALENT…

Regional capacity building workshop on

classroom-based formative assessment

Workshop objectives

Develop a clear and shared understanding of formative assessment in the context of enhancing assessment as learning

Learn from best practices and identify the main challenges in the use of classroom-based formative assessment

Identify key elements to develop strategies and supportive tools for an efficient use of classroom-based formative assessment

Connect a network of peers and experts from a multiple of countries and international experts

Day 3

Identify support needed in the

context of classroom-based

formative assessment

Day 2

Definition of toolsof classroom-

based formative assessments and experiences from

countries

Day 1

Deep dive intoassessment

related concepts

Workshop Agenda

Senior managers for:

Learning assessment

Curriculum

Teacher Training

from 15 SSA countries

Participants

Plenary presentations

Practical group work

Sharing of online resources

Daily opportunities for online evaluation and

feedback

Guidance and support: UNESCO (including IICBA and IIEP/Pôlede Dakar), UNICEF, independent experts

Certificate of attendance

Methodology and Facilitation

Thank you!

For more information:

TALENT Secretariat

talent@education2030.org

or

Davide Ruscelli d.ruscelli@unesco.org

Maty Gueye m.gueye@unesco.org

Webpage: http://www.education2030-africa.org